The DOI matches its Crossref record; 17 of the 17 references it cites were found in a registry or an index.
INCREASING COMPLEX SOCIAL BEHAVIORS IN CHILDREN WITH AUTISM: EFFECTS OF PEER‐IMPLEMENTED PIVOTAL RESPONSE TRAINING
Open accessAbstract
Two children with autism were taught to engage in a variety of complex social behaviors using peer‐implemented pivotal response training (PRT), a set of procedures designed to increase motivation and promote generalization. Typical peers were taught to implement PRT strategies by modeling, role playing, and didactic instruction. After training, peers implemented the procedures in the absence of direct supervision in a classroom environment. After the intervention, both children with autism maintained prolonged interactions with the peer, initiated play and conversations, and increased engagement in language and joint attention behaviors. In addition, teachers reported positive changes in social behavior, with the largest increases in peer‐preferred social behavior. Further, these effects showed generality and maintenance. Implications of these findings are discussed.
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Citations
Cites
Coordinating Attention to People and Objects in Mother-Infant and Peer-Infant Interaction
Bakeman, R., & Adamson, L. B. (1984) · Child Development · doi:10.2307/1129997 · Cited by 1,439
A longitudinal study of joint attention and language development in autistic children
Mundy, P., Sigman, M., & Kasari, C. (1990) · Journal of Autism and Developmental Disorders · doi:10.1007/bf02206861 · Cited by 1,119
Michael, J. (1993) · The Behavior Analyst · doi:10.1007/bf03392623 · Cited by 612
Joint attention and language in autism and developmental language delay
Loveland, K. A., & Landry, S. H. (1986) · Journal of Autism and Developmental Disorders · doi:10.1007/bf01531663 · Cited by 581
A natural language teaching paradigm for nonverbal autistic children
Koegel, R. L., O'Dell, M. C., & Koegel, L. K. (1987) · Journal of Autism and Developmental Disorders · doi:10.1007/bf01495055 · Cited by 499
Expressive One-Word Picture Vocabulary Test
Michalec, D., & Henninger, N. (2011) · Encyclopedia of Clinical Neuropsychology · doi:10.1007/978-0-387-79948-3_1544 · Cited by 356
Training parents to use the natural language paradigm to increase their autistic children's speech
Laski, K. E., Charlop, M. H., & Schreibman, L. (1988) · Journal of Applied Behavior Analysis · doi:10.1901/jaba.1988.21-391 · Cited by 316
Self-citationTeaching symbolic play skills to children with autism using pivotal response training
Stahmer, A. C. (1995) · Journal of Autism and Developmental Disorders · doi:10.1007/bf02178500 · Cited by 307
Goldstein, H., Kaczmarek, L., Pennington, R., & Shafer, K. (1992) · Journal of Applied Behavior Analysis · doi:10.1901/jaba.1992.25-289 · Cited by 240
INCREASING HANDICAPPED PRESCHOOLERS' PEER SOCIAL INTERACTIONS: CROSS‐SETTING AND COMPONENT ANALYSIS
Odom, S. L., Hoyson, M., Jamieson, B., & Strain, P. S. (1985) · Journal of Applied Behavior Analysis · doi:10.1901/jaba.1985.18-3 · Cited by 227
Cited by
Schreibman, L., Dawson, G., Stahmer, A. C., Landa, R., Rogers, S. J., McGee, G. G., Kasari, C., Ingersoll, B., Kaiser, A. P., Bruinsma, Y., et al. (2015) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-015-2407-8 · Cited by 1,421
Self-citationFace processing occurs outside the fusiform ‘face area’ in autism: evidence from functional MRI
Pierce, K. (2001) · Brain · doi:10.1093/brain/124.10.2059 · Cited by 898
Self-citationVolkmar, F., Siegel, M., Woodbury-Smith, M., King, B., McCracken, J., & State, M. (2014) · Journal of the American Academy of Child & Adolescent Psychiatry · doi:10.1016/j.jaac.2013.10.013 · Cited by 848
Corsello, C. M. (2005) · Infants & Young Children · doi:10.1097/00001163-200504000-00002 · Cited by 452
A parallel and distributed-processing model of joint attention, social cognition and autism
Mundy, P., Sullivan, L., & Mastergeorge, A. M. (2009) · Autism Research · doi:10.1002/aur.61 · Cited by 379
Metadata
- Authors
- Pierce, K., & Schreibman, L.
- Venue
- Journal of Applied Behavior Analysis
- Publisher
- Wiley
- Published
- 1995-09
- Volume
- 28
- Issue
- 3
- Pages
- 285-295
- ISSN
- 0021-8855 (ISSN-L)
- 1938-3703
- OpenAlex
- W2139280857
- Cited by
- 353
- References
- 17
- FWCI
- 5.93
- Type
- journal article
- Language
- en
- Open access
- bronze
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- CoChat. (2026). Citation check: INCREASING COMPLEX SOCIAL BEHAVIORS IN CHILDREN WITH AUTISM: EFFECTS OF PEER‐IMPLEMENTED PIVOTAL RESPONSE TRAINING. https://app.cochat.ai/papers/10.1901/jaba.1995.28-285
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- Pierce, K., & Schreibman, L. (1995). INCREASING COMPLEX SOCIAL BEHAVIORS IN CHILDREN WITH AUTISM: EFFECTS OF PEER‐IMPLEMENTED PIVOTAL RESPONSE TRAINING. Journal of Applied Behavior Analysis. https://doi.org/10.1901/jaba.1995.28-285
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
